PERCEIVED INFLUENCE OF COLLABORATIVE LEARNING METHODS ON SECONDARY SCHOOL STUDENTS PERFORMANCE IN BIOLOGY

ABSTRACT This study was carried out to examining the perceived influence of collaborative learning method on secondary schools in Biology in Akoko South West Local Government Area of Ondo State. The purpose of this study includes the following: to examine the difference in academic performance in Biology between students taught through collaborative learning and those taught through traditional methods. How does collaborative learning influence students’ engagement and interest in Biology and how does students gender influence their academic performance when taught using collaborative method. A descriptive design of the survey type was adopted for this study. The population of the study consists of Biology students in secondary schools in Akoko South West Local Government Area of Ondo State. Simple random sampling technique was used to select a total of one hundred (100) respondents in which twenty (20) students were drawn from five selected secondary schools in Akoko South West Local Government area, Ondo State. A 15-items questionnaire titled: Perceived Influence of Collaborative Learning Method on Secondary School Students in Biology (PICLMSSSBQ) was administered on the respondents. Three research questions were generated and two hypotheses were tested in the study. Frequency count and percentage was used to analyses the research questions while t-test was used to test the hypotheses at 0.05 level of significance. The findings review there was difference in academic performance in Biology between students taught through collaborative learning and those taught through traditional methods (mean =2.77), collaborative learning influence students engagement and interest in Biology (mean 2.69), students’ gender does not influence their academic performance when taught using collaborative method (mean =3.15), there is a significant difference between students taught through collaborative learning and those taught through traditional methods [r-cal =0.411;p>0.05] and collaborative learning influence students' engagement and interest in biology in Akoko South West Local Government Area of Ondo State [r-cal =0.637;p>0.05]. Based on the findings of the study, the following recommendations were made: Schools should design biology curricula that incorporate collaborative learning activities, such as group projects, peer teaching, and lab work, provide training for teachers on effective collaborative learning strategies and create an inclusive classroom atmosphere that encourages teamwork and mutual respect among others. Keywords: Collaborative learning method, Secondary school, Biology